Nghiên Cứu Khó Khăn Của Sinh Viên Trong Việc Học Kỹ Năng Nghe Tại Trung Tâm IQ Hải Phòng

Luận văn thạc sĩ phân tích vnu ulis a study on students difficulties in learning listening comprehension at iq centre hai phong, đánh giá thực trạng, chỉ ra hạn chế, đề xuất giải

• Tác giả: Nguyễn Thị Thu Hằng
• Người hướng dẫn: Mai Thị Loan, PhD.
• Trường học: Vietnam National University, Hanoi University of Languages and International Studies
• Chuyên ngành: English Teaching Methodology
• Đề tài: A Study On Students’ Difficulties In Learning Listening Skill At IQ Center, Hai Phong
• Loại tài liệu: Thesis
• Năm xuất bản: 2017
• Địa điểm: Hanoi

Mục lục chi tiết

• DECLARATION
• ACKNOWLEDGEMENTS
• ABSTRACT
• TABLE OF CONTENTS
• PART A. PART A: INTRODUCTION
• A.1. Rationale for the study
• A.2. Aims and objectives of the study
• A.3. Research questions
• A.4. Scope of the study
• A.5. Methods of the study
• A.6. Significance of the study
• A.7. Design of the study
• PART B. PART B: DEVELOPMENT
• CHAPTER 1. CHAPTER 1: LITERATURE REVIEW
• 1.1. Review of previous related studies
• 1.2. Previous studies overseas
• 1.3. In Vietnam
• 1.4. Definitions of listening comprehension
• CHAPTER 3. CHAPTER 3: DATA ANALYSIS AND FINDINGS
• 3.1. Learners’ perceptions of listening difficulties related to texts
• 3.2. Learners’ perceptions of difficulties related to speakers
• 3.3. Learners’ perceptions of difficulties related to listeners
• 3.4. Learners’ perceptions of difficulties related to physical setting
• 3.5. Learners’ opinions of solutions to listening difficulties
• 3.6. The teachers’ answers about teaching listening
• 3.7. The teachers’ and the students’ answers about the listening problems
• 3.8. The teachers’ and the students’ suggestions about solutions
• CHAPTER 4. CHAPTER 4: DISCUSSIONS AND RECOMMENDATIONS
• 4.1. Difficulties in learning listening comprehension encountered by the students at IQ centre, Hai Phong
• 4.2. Recommendations to help the students overcome difficulties in learning listening comprehension
• 4.2.1. Improving teachers’ performance in their listening lessons
• 4.2.2. Assisting students to build up rich vocabulary
• 4.2.3. Teaching pronunciation with spoken features
• 4.2.4. Developing listening materials
• 4.2.5. Using different kinds of input
• 4.2.6. Training students to become active listeners
• 4.2.7. Encouraging self-study
• 4.3. Limitations of the study
• 4.4. Suggestions for further study
• LIST OF FIGURES AND TABLES

Tóm tắt

I. Tổng Quan Về Khó Khăn Trong Việc Học Kỹ Năng Nghe Tại Trung Tâm IQ Hải Phòng

Kỹ năng nghe là một trong những kỹ năng quan trọng nhất trong giao tiếp và học ngoại ngữ. Tại Trung tâm IQ Hải Phòng, sinh viên thường gặp phải nhiều khó khăn trong việc phát triển kỹ năng này. Nghiên cứu cho thấy rằng những khó khăn này không chỉ đến từ bản thân sinh viên mà còn từ môi trường học tập và phương pháp giảng dạy.

1.1. Định Nghĩa Kỹ Năng Nghe Trong Học Tập

Kỹ năng nghe được định nghĩa là khả năng tiếp nhận và hiểu thông tin từ âm thanh. Đây là một quá trình chủ động, đòi hỏi người nghe phải xây dựng ý nghĩa từ những gì họ nghe thấy.

1.2. Tầm Quan Trọng Của Kỹ Năng Nghe Trong Giao Tiếp

Kỹ năng nghe không chỉ quan trọng trong việc học ngoại ngữ mà còn trong giao tiếp hàng ngày. Nó giúp người học hiểu rõ hơn về ngữ điệu, ngữ cảnh và ý nghĩa của cuộc trò chuyện.

II. Những Thách Thức Chính Trong Việc Học Kỹ Năng Nghe Tại Trung Tâm IQ Hải Phòng

Sinh viên tại Trung tâm IQ Hải Phòng thường gặp phải nhiều thách thức trong việc học kỹ năng nghe. Những thách thức này có thể được phân loại thành hai nhóm chính: khó khăn liên quan đến văn bản và khó khăn liên quan đến người nghe.

2.1. Khó Khăn Liên Quan Đến Văn Bản Nghe

Nhiều sinh viên gặp khó khăn trong việc hiểu nội dung của các văn bản nghe do từ vựng hạn chế và cấu trúc ngữ pháp phức tạp. Điều này dẫn đến việc họ không thể nắm bắt thông tin chính xác.

2.2. Khó Khăn Liên Quan Đến Người Nghe

Ngoài ra, sinh viên cũng gặp khó khăn trong việc tập trung và xử lý thông tin khi nghe. Áp lực từ việc phải hiểu nhanh chóng có thể gây ra lo âu và làm giảm khả năng tiếp thu.

III. Phương Pháp Học Kỹ Năng Nghe Hiệu Quả Tại Trung Tâm IQ Hải Phòng

Để giúp sinh viên vượt qua những khó khăn trong việc học kỹ năng nghe, Trung tâm IQ Hải Phòng đã áp dụng một số phương pháp giảng dạy hiệu quả. Những phương pháp này không chỉ giúp sinh viên cải thiện kỹ năng nghe mà còn tăng cường sự tự tin trong giao tiếp.

3.1. Sử Dụng Tài Liệu Nghe Thực Tế

Việc sử dụng tài liệu nghe thực tế, như video và podcast, giúp sinh viên làm quen với ngữ điệu và cách phát âm của người bản ngữ. Điều này tạo điều kiện cho họ cải thiện khả năng nghe một cách tự nhiên.

3.2. Khuyến Khích Phương Pháp Học Tập Tích Cực

Khuyến khích sinh viên tham gia vào các hoạt động nghe chủ động, như thảo luận nhóm và diễn thuyết, giúp họ phát triển kỹ năng nghe và nói một cách đồng thời.

IV. Ứng Dụng Thực Tiễn Của Kỹ Năng Nghe Trong Cuộc Sống Hàng Ngày

Kỹ năng nghe không chỉ quan trọng trong môi trường học tập mà còn có ứng dụng rộng rãi trong cuộc sống hàng ngày. Việc cải thiện kỹ năng nghe giúp sinh viên tự tin hơn trong giao tiếp và tạo dựng mối quan hệ tốt hơn với người khác.

4.1. Tác Động Đến Giao Tiếp Hàng Ngày

Kỹ năng nghe tốt giúp sinh viên hiểu rõ hơn về ý kiến và cảm xúc của người khác, từ đó cải thiện khả năng giao tiếp và xây dựng mối quan hệ.

4.2. Ảnh Hưởng Đến Cơ Hội Nghề Nghiệp

Trong môi trường làm việc, kỹ năng nghe là một yếu tố quan trọng giúp sinh viên thành công. Nó giúp họ hiểu rõ hơn về yêu cầu công việc và tương tác hiệu quả với đồng nghiệp.

V. Kết Luận Về Khó Khăn Của Sinh Viên Trong Việc Học Kỹ Năng Nghe

Khó khăn trong việc học kỹ năng nghe tại Trung tâm IQ Hải Phòng là một vấn đề cần được giải quyết. Việc áp dụng các phương pháp giảng dạy hiệu quả và khuyến khích sinh viên tham gia tích cực vào quá trình học tập sẽ giúp họ vượt qua những thách thức này.

5.1. Tương Lai Của Kỹ Năng Nghe Trong Giáo Dục

Kỹ năng nghe sẽ tiếp tục đóng vai trò quan trọng trong giáo dục và giao tiếp. Cần có những nghiên cứu và cải tiến liên tục trong phương pháp giảng dạy để đáp ứng nhu cầu của sinh viên.

5.2. Đề Xuất Cho Nghiên Cứu Tương Lai

Cần có thêm nhiều nghiên cứu để khám phá sâu hơn về các khó khăn trong việc học kỹ năng nghe và tìm ra những giải pháp thực tiễn hơn cho sinh viên.

Trích đoạn nội dung tài liệu

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ********************* NGUYỄN THỊ THU HẰNG A STUDY ON STUDENTS’ DIFFICULTIES IN LEARNING LISTENING SKILL AT IQ CENTER, HAI PHONG (Nghiên cứu về những khó khăn của sinh viên trong viêc̣ ho ̣c ki ̃ năng nghe ta ̣i trung tâm IQ, Hải Phòng) M. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code: 60140111 HANOI – 2017 LUAN VAN CHAT LUONG download : add [e-mail] VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ********************* NGUYỄN THỊ THU HẰNG A STUDY ON STUDENTS’ DIFFICULTIES IN LEARNING LISTENING SKILL AT IQ CENTER, HAI PHONG (Nghiên cứu về những khó khăn của sinh viên trong viêc̣ ho ̣c ki ̃ năng nghe ta ̣i trung tâm IQ, Hải Phòng) M. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code: 60140111 Supervisor: Mai Thi Loan, ̣ PhD. HANOI – 2017 LUAN VAN CHAT LUONG download : add [e-mail] DECLARATION I, the undersigned, declare that this thesis is the result of my own research and has not been submitted to any other university or institution partially or wholly.

Except where the reference is indicated, no other person’s work has been used without due acknowledgement in text of the thesis. Hanoi, 2017 Student Nguyễn Thị Thu Hằng i LUAN VAN CHAT LUONG download : add [e-mail] ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people. First and foremost, I would like to send my sincere thanks to my supervisor, Dr. Mai Thị Loan for her enthusiastic guidance, insightful comments, and valuable support throughout my research.

I would also like to thank all of the lecturers of the Department of Post Graduate Studies, Vietnam National University for their useful lectures and materials which are of great value to my thesis. A special word of thanks goes to all of my colleagues and students at IQ Center for their useful information and support. Last but not least, I owe my gratitude to my family for their support and encouragement. ii LUAN VAN CHAT LUONG download : add [e-mail] ABSTRACT Listening skill is appreciated as a key skill in real-life communication as well as language acquisition.

Therefore, there have been numerous studies of this skill in different aspects. The study is concerned with listening comprehension problems which the students at IQ centre have encountered. It was conducted on the basis of one questionnaire and interviews. The questionnaire was designed for 45 students and the interviews were carried out with both the teachers and the students at IQ centre.

The results of the study showed that the students dealt with various listening problems which were categorized into two types: learners’ listening difficulties related to texts and learners’ listening difficulties related to listeners. Furthermore, the results of the interviews help the researcher have a clearer understanding of the difficulties and then suggest solutions as practical as possible for the students’ better listening learning. iii LUAN VAN CHAT LUONG download : add [e-mail] TABLE OF CONTENTS DECLARATION. iii TABLE OF CONTENTS.

iv LIST OF FIGURES AND TABLES. vii PART A: INTRODUCTION. Rationale for the study. Aims and objectives of the study.

Scope of the study. Methods of the study. Significance of the study. Design of the study .4 CHAPTER 1: LITERATURE REVIEW.

Review of previous related studies. Previous studies overseas. Definitions of listening comprehension. The importance of listening comprehension.

The process of listening comprehension. Potential problems in learning listening comprehension. Familiarity of topic. Familiarity of vocabulary.

Difficult grammar structures. Pause and hesitation. Pronunciation, intonation, stress. Solutions to problems in learning listening comprehension skill.

Using schema theory in teaching listening to EFL students. Pre-teaching and activating vocabulary .15 iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Building up learners’ vocabulary. Providing authentic materials.

Improving learners’ pronunciation. Using visual aids. Encouraging learners to develop listening strategies. Restatement of the research questions.

The setting of the study. Data collection instruments. Data collection procedures. Data analysis methods .20 CHAPTER 3: DATA ANALYSIS AND FINDINGS.

Learners’ perceptions of listening difficulties related to texts. Learners’ perceptions of difficulties related to speakers. Learners’ perceptions of difficulties related to listeners. Learners’ perceptions of difficulties related to physical setting.

Learners’ opinions of solutions to listening difficulties. The teachers’ answers about teaching listening. The teachers’ and the students’ answers about the listening problems. The teachers’ and the students’ suggestions about solutions .31 CHAPTER 4: DISCUSSIONS AND RECOMMENDATIONS.

Difficulties in learning listening comprehension encountered by the students at IQ centre, Hai Phong.32 v LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Recommendations to help the students overcome difficulties in learning listening comprehension. Improving teachers’ performance in their listening lessons. Assisting students to build up rich vocabulary.

Teaching pronunciation with spoken features. Developing listening materials. Using different kinds of input. Training students to become active listeners.

Encouraging self-study. Limitations of the study. Suggestions for further study. XII vi LUAN VAN CHAT LUONG download : add [e-mail] LIST OF FIGURES AND TABLES Figure 1: Learners’ perceptions of their listening difficulties related to texts Figure 2: Learners’ perceptions of their listening difficulties related to speakers Figure 3: Learners’ perceptions of their listening difficulties related to listeners’ listening competence Figure 4: Learners’ perceptions of their listening difficulties related to listeners’ psychology Figure 5: Learners’ perceptions of their listening difficulties related to physical setting Table: Learners’ opinions about solutions to difficulties in learning listening comprehension vii LUAN VAN CHAT LUONG download : add [e-mail] PART A: INTRODUCTION 1.

Rationale for the study It is undeniable that listening plays a vital role in human being’s communication. Communication will not take place unless people understand the language to which they are exposed. Listening is also the skill which is used most frequently in verbal communication. Furthermore, listening skill is of primary importance in foreign language learning and acquisition.

The development of other language skills can be enhanced through this receptive skill. Nevertheless, English teaching in Vietnam has put emphasis on boosting vocabulary and grammar through reading texts for many years. This leads to the fact that a great number of English learners cannot listen to native speakers as well as communicate in English. The students who join English communication courses at IQ center are no exception.

Most of them have a great desire to master listening skill for the general purpose of proficiency in communication. However, from my own teaching experience as well as my observation of English communication classes at IQ center, it can be found that many students had difficulty in learning listening skill. It is my responsibility to help the students at IQ center to overcome those difficulties. In addition, the researchers of previous related studies suggest that more listening difficulties should be found out.

Therefore, it is necessary for me to carry out a study on “The students’ difficulties in learning listening comprehension at IQ Center”. Aims and objectives of the study The aim of the study is to help the students to overcome the difficulties which they have encountered in learning listening comprehension at IQ centre. The objectives of the study are: - To investigate the difficulties that the students have encountered in learning listening comprehension; - To suggest some solutions to help the students overcome the difficulties. Research questions The study is intended to explore the difficulties which the students have encountered in learning listening comprehension and then suggest solutions to these difficulties.

1 LUAN VAN CHAT LUONG download : add [e-mail] The study will find the answers to the following questions: 1. What difficulties have students encountered in learning listening comprehension at IQ centre? 2. What are the possible solutions to help the students overcome the difficulties in learning listening comprehension? 4. Scope of the study The study is concerned with students’ difficulties in learning listening comprehension.

It is conducted at IQ centre, Hai Phong. The students participating in the study are at pre-intermediate level. Methods of the study The study was carried out by some steps as follows: First, the survey questionnaire for students was employed to find out their difficulties in learning listening comprehension. Besides, the students’ opinions of the solutions that they and their teachers can do to overcome the listening problems was revealed through the questionnaire.

Second, personal interviews with both the teachers and the students were conducted to help the researcher gain deep insight into the listening problems and realize the reasons behind them. After that, the data was collected, sorted, and analyzed quantitatively and qualitatively to obtain realistic results. To end with, recommendations for the solutions to the students’ listening problems were proposed based on the results found from all data collection instruments. Significance of the study This study contributed to list out the difficulties encountered by the students at IQ centre in learning listening comprehension.

The results of the research are believed to assist the students to progress in listening skill and improve the quality of teaching listening at IQ centre. Design of the study The study is divided into three parts: 2 LUAN VAN CHAT LUONG download : add [e-mail] Part I - The Introduction presents the rationale for the study, the aims and objectives, the research questions, the scope, the methods, the significance, and the design of the study Part II – The Development consists of four chapters. Chapter 1 is the literature review which provides an overview of the theoretical background and the previous researches related to the study. Chapter 2, the methodology restates the research questions and describes the setting, the participants, and the research methods of the study.

Chapter 3, data analysis and the findings are shown. In chapter 4, the findings are discussed and the recommendations are proposed. Part III – The Conclusion briefly summarizes the study and makes some suggestions for further studies. 3 LUAN VAN CHAT LUONG download : add [e-mail] PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.

Review of previous related studies The topic “difficulties in learning listening comprehension skill” is always the centre of many researchers’ attention. The following are some most recent studies of the topic in both Vietnam and overseas. All of these studies share a common purpose in discovering the difficulties learners encounter in learning listening comprehension skill and suggesting solutions. Previous studies overseas In this part, the researcher presents the studies conducted in the countries where English is taught and learnt as a foreign language.

They are the studies by Tilahun (2008), Hasan (2015), and Nowrouzi et al (2015). The study by Tilahun (2008) explored the factors that contribute to the problems EFL (English as a Foreign Language) learners face in listening skill classrooms at Bahir Dar University in Ethiopia. The instruments used in the study were a questionnaire for the students, a semi-structured interview with the students, a structured interview with the listening instructors, observation of listening environment, material analysis, and document analysis. The study identified thirty six difficulties which interfered with the learners’ listening comprehension.

They were related to text, listener, speaker, and environment. The study also discovered that the learners’ listening difficulties were due to the defects of the listening materials used in the course and the learners’ lack of exposure to English spoken by native speakers. Tilahun (2008) proposed many solutions to help the learners improve their listening comprehension skill. In particular, the teachers should provide the learners with pronunciation exercises, activate the learners’ schemata before listening, and encourage them to listen to authentic materials.

Also, there should be a regular maintenance and a timely repairing of equipments. Besides, tasks should be designed to focus on training not on testing listening comprehension.